Download or read book A Phenomenological Study of North Carolina Elementary Teachers Lived Experiences with Google Classroom Integration written by Hilary Dodson and published by . This book was released on 2020 with total page 211 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to understand North Carolina elementary school teachers’ perceptions of Google Classroom technology integration as a lived experience. Google Classroom is a learning management system and component of the technology integration that many teachers use to organize their classroom content. The discovery learning theory by Bruner guided this study. The problem of this study was North Carolina elementary teachers experience difficulties integrating technology, using applications like Google Classroom, in combination with more traditional curriculum and instructional strategies. The central research question was: What are North Carolina elementary teachers’ perceptions of the ways in which Google Classroom technology integration impacts classroom instruction? The three subquestions then probed North Carolina elementary teachers’ perceptions of the ways Google Classroom technology integration impacts student understanding, professional development, and teacher attitudes. Participants for the study included 12 teachers from four Google Elementary Schools in the Piedmont Triad area of North Carolina. Data were collected through individual interviews, a focus group, and Google Slides, and yielded four major themes: (a) implementation of technology, (b) teacher training and support, (c) impact on student understanding, and (d) attitudes about implementing technology. The findings indicated a concise implementation process which assisted with teacher acceptance of technology integration. Findings also revealed training and support at the school level played a key role in teacher acceptance of Google Classroom. Most participants expressed a positive attitude about technology integration.
Download or read book A Content Analysis Examining the Lived Experiences of Elementary Teachers in Rural Title I Schools who Have Participated in Online Professional Development written by Elisabeth B. Harrell and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Phenomenological Study of Teachers Implementing Restorative Practices written by Janiese Pauline McKenzie and published by . This book was released on 2021 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study is to explore and understand the perceptions of teachers as they endure change while implementing restorative practices at the secondary level. The central research question guiding this study asked, “How do secondary level teachers from central North Carolina describe their experiences with restorative practices in the classroom?” I interviewed and discussed the lived experiences of 11 participants, all teachers who have been trained in restorative practices by the International Institute of Restorative Practices and implemented in their classroom for one year in central North Carolina. The theory guiding this study was Michael Fullan’s change theory and the exploration of how and why a school reform initiative works. Data was collected in three ways: semi-structured, long interviews; a focus group; and a document review of the International Institute of Restorative Practices training materials. Data were analyzed using coding, clustering of codes, and theme extraction. After a comprehensive analysis of the data, three themes emerged: (a) the influence of student discourse on the culture of the classroom; (b) teacher empowerment through reflection; and (c) the emergence of altruism.
Download or read book What Do the Teachers Have to Say A Phenomenological Study of the Use of Stationary Movement Devices in Elementary and Middle School Classrooms written by Amanda Hudson Allen and published by . This book was released on 2015 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Elementary Teachers Experiences of Student Engagement During Forced Virtual Learning written by Heather Nicole Campbell and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to understand and describe Virginia's Shenandoah Valley Elementary School teachers' experiences of student engagement during forced virtual learning. Teachers' experiences were defined by their positive or negative perceptions of virtual learning experiences. Bandura's social learning theory guided this study on the importance of student engagement in the classroom. This qualitative, transcendental phenomenological study included 12 elementary school teachers from the Madre school division. Data were collected through interviews, letter writing, and focus groups. The precoding and coding processes were used for data analysis to identify three final themes. The themes were online classroom management, digital tools for engagement, and collaboration. Each theme supported this study's central and sub-research questions to gain insight into elementary school teachers' experiences of student engagement during forced virtual learning.
Download or read book A Transcendental Phenomenological Study of Novice Teachers Administrative Support Experiences in High poverty High minority Rural South Carolina Schools written by Celestine LaVan and published by . This book was released on 2018 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to develop a deeper understanding of the lived experiences of novice teachers who remain teaching in high-poverty, high-minority rural schools in South Carolina in relation to the administrative support they received. The research questions guiding this study are: (1) How do novice teachers describe their administrative support experiences in high-poverty, high-minority schools? (2) How do novice teachers in high-poverty, high-minority rural schools describe administrative emotional and social support experiences? (3) How do novice teachers in high-poverty, high-minority rural schools describe administrative instructional support experiences in high-poverty, high-minority rural schools? This study intended to capture the authentic voice of novice teachers who teach in high-poverty, high-minority rural schools in South Carolina. The theory guiding this study was House’s (1981) theory of social support as it grounds research that administrative behaviors such as leadership style, feedback, and support impact teacher career decisions. The method for this transcendental phenomenological study incorporated purposeful sampling, individual in-depth interviews and focus groups as the primary data collection methods. Data in this phenomenological study was analyzed by using reduction methods and analyzing specific statements to reveal overarching themes as recommended by Moustakas (1994).
Download or read book Teachers lived experiences during a major school reform process written by Yvonne Elizabeth McNeal and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Transcendental Phenomenological Study of Connective Experiences Between Elementary Teachers and Parents in a Virtual Setting written by Amy J. R. Truett and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to understand how connective experiences are built between elementary teachers and parents in a virtual setting at the ABC school district in the southeastern region of the United States. The theory guiding this study was Siemens’ connectiveness theory, as it explored the students' knowledge impacted by the connective experiences of the network of elementary teachers and parents in accessing their learning and success in the virtual school setting. Three essential research questions focused on the connective experiences between elementary teachers and parents in the virtual setting in the southeastern part of the United States. Data collection for this study consisted of interviews utilizing researcher-designed questions conducted with a purposeful sampling of elementary teachers and parents who have received education through the virtual setting, focus groups, and journal questions from the same teachers. Data collection methods included interviews, focus groups, and journal prompts. Data analysis included the organization, analysis, and synthesis of data through phenomenological reduction, horizontalization, and identification of themes in clusters of significance. The results demonstrated how connective experiences supported connections between selected elementary teachers and parents, including themes relating to their experiences. Significant themes that emerged in the study included: teachers were connected with households due to the teachers teaching in the homes every day while building relationships with parents; accountability contributed to parents and teachers becoming a team to support students; and the virtual setting created an environment for students to become independent learners.
Download or read book An Examination of Teachers Integration of Web 2 0 Technologies in Secondary Classrooms written by Ling Wang and published by . This book was released on 2013 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: Web 2.0 tools may be able to close the digital gap between teachers and students if teachers can integrate the tools and change their pedagogy. The TPACK framework has outlined the elements needed to effect change, and research on Web 2.0 tools shows its potential as a change agent, but little research has looked at how the two interrelate. Using a rigorous phenomenological research methodology, the "lived experiences" of seven teachers successfully adapting pedagogy with Web 2.0 tools were examined giving an in-depth qualitative analysis of how and why teachers integrate Web 2.0 to change pedagogy. The research validated the use of TPACK as a framework as well as the use of phenomenological research methodology in researching about educational technology. [For the full proceedings, see ED562107.].
Download or read book Elementary Teachers Participation in Edmodo as a Community of Practice written by Cynthia Reasoner and published by . This book was released on 2017 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to describe the shared, lived experience of elementary teachers’ participation in Edmodo as a community of practice. The theoretical framework guiding this research included Lave and Wenger’s (1991) community of practice theory and Bandura’s social learning theory (1977, 1984) which explained how learning through participation and observation occurs among teachers involved in learning communities. Social constructivism (Bruner, 1996; Piaget, 1971; Vygotsky, 1978) and adult learning theories (Mezirow, 1991, 1995; Knowles, 1984) also provided understanding as to how adults learn and create knowledge. This study described the lived experience of 10 elementary teachers and one elementary math coach in central Virginia who participated in Edmodo as a community of practice, how the presence of external factors influenced teachers’ beliefs about participating in a community of practice, how the experience of teaching more rigorous mathematics instruction changed for elementary teachers before and after participating in Edmodo as a community of practice, and how elementary teachers viewed the future of their profession based on their shared experience of participating in Edmodo as a community of practice. Qualitative data collection methods to include semi-structured interviews, online document analysis, and focus group interviews were employed. Data analysis provided a rich textural and structural description of the phenomenon that elementary teachers experience when participating in Edmodo as a community of practice. This analysis included a generation of significant themes and statements followed by coding to capture the essence of the phenomenon. Further, this research study offered suggestions for future studies concerning elementary teachers’ participation in online professional learning networks as communities of practice.
Download or read book Parent s Perceptions and Lived Experiences about Online Learning in Elementary Education written by Benjamin Owusu and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative transcendental phenomenological study is to understand the perceptions and lived experiences of public elementary school parents concerning online learning instruction for their children in the Center for Adoption Support and Education. The study will include 15 participants. The study will help gain insight into the experiences that parents have when their children take online courses. The theory guiding the study will be the community of inquiry framework. This theory supports blended learning and an online learning environment. It will also be relevant in evaluating public elementary school parents' lived experiences and perceptions concerning online learning instruction for their children. A transcendental phenomenology will be selected as the research design. It will be used to research the live experiences of the participants. The study will use interviews, a focused group, and document analysis in collecting data. The study will implement the modified van Kaam approach from a phenomenological perspective to analyze the data.
Download or read book An Integrated Phenomenological Study of Teachers Perceptions of a Professional Learning Community Utilizing Senge s Five Disciplines of a Learning Organization written by Margaret Zena Stockard and published by . This book was released on 2006 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to examine a high schools attempt at reform through implementing a component of a professional learning community to determine if Senges five disciplines of a learning organization were present. The school was in the second year of implementing common planning time, one of the practices related to organizational learning. This study used qualitative methodology and employed an integrated phenomenological design to investigate the perceptions and lived experiences of the core-subject teachers and department heads involved in common planning time at one high school. Participant observation, document and artifact collection, semi structured interviews, photographs and a survey were used to collect data. A data table was designed from all five data sources and blended to report the findings. This study helped to illuminate teachers stories of their lived experiences when trying to implement a professional learning community through common planning time. The findings suggest that this school showed evidence of improvement following their participation in common planning time. These improvements were noticeable in the areas of peer relationships, peer collaboration, and a focus on student improvement. Findings also indicate that Senges five disciplines were applied in the school on an individual basis, but not on an organizational level. Therefore, the researcher did not find evidence of a professional learning community. Themes within the dimensions, however, were identified, including administrative support, self-reflection, common planning, collaboration, curriculum/student achievement, and barriers. The findings suggest the importance of the role of leadership, and that a structured school wide interdepartmental common planning time will create a structure that supports the whole organization. Findings also revealed barriers to the initiative that included teacher resistance, time, and changing demographics. Results of this study point to the need for teachers, administrators, and districts to receive training in the five disciplines of personal mastery, mental models, team learning, shared vision, and systems thinking before implementing a professional learning community. As a result of this study, recommendations are offered for restructuring the framework and beliefs to better meet the needs of high schools in the process of implementing professional learning communities.
Download or read book A Phenomenological Study of Significant Life Experiences of Teachers of the Year written by Irene R. Stone and published by . This book was released on 1987 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Upper Elementary Teachers Experiences Supporting Struggling Readers Using Morphological Awareness Instruction written by KeyShaze Michelle Ward and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This transcendental phenomenological study aimed to examine teachers’ lived experiences with supporting struggling readers using morphological awareness in a public school district in the metropolitan Washington, D.C. area. The central research question guiding this study was, “How do upper elementary educators describe their experiences with morphological awareness instruction to support struggling readers?” The theories guiding the study were the lexical quality hypothesis (LQH) and self-efficacy. This transcendental phenomenological study sampled upper elementary grade educators (4-6 grades) in a public school setting, and data were gathered via interviews, journal prompts, and focus groups. Data were analyzed using steps outlined by Moustakas (1994) and include: epoché, transcendental-phenomenological reduction, imaginative variation, and development of the essence of the phenomenon. Four major themes emerged through the data analysis: instructional practices/interventions, student engagement, instructional strategies, and teacher effectiveness. Future research recommendations include a deeper study on interventions for struggling readers in middle school 6th grade versus 6th grade in elementary schools. Additionally, more research is needed regarding professional development that targets specifically morphology and how educators can bridge the gap with phonology.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Annual Meeting Program written by American Educational Research Association and published by . This book was released on 2008 with total page 544 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-10 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt:
